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Summary
Wright,
MOD.
&
Masten,
A.S.
(2005).
Resilience
Processes
in
Development.
in
S.
Goldstein
&
R.B.
Brooks
(Eds).
Handbook
of
Resilience
in
Children,
Chapter
2,
pp.17-37
Providing
a
brief
introduction
about
the
background
and
significance
of
resilience
research,
three
major
waves
of
resilience
research
over
the
past
three
decades
have
been
highlighted.
Resilience
Research:
Significance
and
Inception
According
to
Masten
(2001),
the
scientific
study
of
resilience
started
about
30
years
ago
when
it
was
recognized
that
some
subgroups
of
children
were
able
to
adapt
positively
against
adversity
or
factors
that
caused
risk
to
their
development.
The
focus
of
clinical
research
until
then
was
towards
understanding
negative
outcomes
such
as
pathology
and
problems
caused
due
to
risk
factors.
Some
such
risk
factors
that
pose
a
threat
to
positive
development
of
a
child
include
poverty,
neglect,
maltreatment,
war,
violence,
and
mental
illness
or
substance
misuse
among
parents.
The
resilience
research
brought
out
a
revolution
in
understanding
of
the
origins
of
psychopathology,
its
treatment
and
prevention
by
focusing
on
positive
developmental
pathways
such
as
good
outcomes
achieved
by
children,
particularly
considered
at
risk
to
psychopathology.
Emerging
Resilience
Framework:
Progression
in
Three
Major
Waves
over
past
three
decades
The
First
Wave:
Identifying
Individual
Resilience
and
Factors:
The
first
wave
in
resilience
research
is
marked
by:
Development
of
the
phenomenon
of
resilience
Clarification
and
consensus
over
the
basic
terms
and
key
concepts
used
in
resilience
research.
A
list
of
key
terms
and
concepts
have
been
provided
in
the
paper
with
their
definitions
and
clarifications,
for
example,
resilience,
adversity,
risk,
risk
factor,
cumulative
risk,
vulnerability,
protective
factor,
cumulative
protection,
developmental
tasks,
psychosocial
competence,
and
other
such
terms
commonly
used.
Controversies
over
the
criteria
for
adaptation
by
which
resilience
would
be
judged
including
domains
of
functioning
and
assessment
of
outcomes
in
different
population
groups.
Identification
of
the
correlates
or
predictors
of
positive
adaptation
against
a
background
of
risk
or
adversity:
i.
Positive
or
promotive
factors
associated
with
better
adaptation
at
all
levels
of
risk,
and
ii.
Protective
factors
associated
with
positive
adaptation
at
high
levels
of
risk
or
adversity.
Understanding
of
a
developmental
perspective
in
resilience
studies
recognizing
that
children
at
different
developmental
stages
of
their
life
such
as
infancy,
childhood
or
adolescence,
might
have
different
vulnerabilities
and
protective
systems
around
them.
This
has
a
bearing
over
their
level
of
resilience
and
coping
in
the
world.
By
Javita
Narang,
at
the
University
of
Edinburgh.
Person-focused
and
variable-focused
approaches
have
been
identified
to
explain
resilience
in
children.
Person-
focused
approaches
recognized
resilient
individuals
emphasizing
personal
traits
and
characteristics
that
help
them
function
well
compared
to
others
despite
vulnerability
or
risk.
Variable-focused
approaches
highlighted
the
linkages
among
individual
characteristics
and
their
environments
that
lead
to
positive
outcomes
in
situations
of
high
risk
or
adversity.
By
the
end
of
the
first
wave,
a
common
set
of
broad
correlates
of
better
adaptation
among
at
risk
children
was
revealed
reflecting
fundamental
adaptive
systems
including
child
characteristics,
family
characteristics
and
environmental
(community
and
cultural
or
social)
characteristics.
The
Second
Wave:
Resilience
within
Developmental
and
Ecological
Systems:
The
progress
in
the
second
wave
marked
a
shift
from
the
individual
factors,
focusing
on:
Processes
leading
to
development
of
resilience.
Normative
and
pathological
development
with
the
emergence
of
developmental
psychopathology.
Understanding
the
complex,
systemic
interactions
that
shape
both
pathological
and
positive
outcomes,
emphasizing
resilience
as
a
complex
process
in
development.
Integration
of
biological,
social
and
cultural
processes
into
models
and
studies
of
resilience,
leading
to
contextualization
of
resilience
in
multiple
ways.
Child-context
relationships
and
interactions
reflecting
the
individual
differences
in
developmental.
Pathways
and
contextual
variation
within
families,
communities,
societies,
cultures,
and
historical
periods.
Internal
processes
reflecting
childs
perception
and
interpretation
of
his
or
her
experiences.
Studies
emphasizing
contextual
specificity
of
protective
factors
and,
context-specific
adaptation
have
been
reported
to
illustrate
processes
underlying
resilience.
Similarly
studies
highlighting
stability
and
changes
in
resilient
adaptation
over
time
illustrate
turning
points
in
individuals
lives
and
possible
processes
that
can
operate
to
create
stability
or
change
in
resilient
adaptation.
This
points
towards
the
focus
on
healthy
versus
maladaptive
pathways
of
development
in
children
exposed
to
adversity
over
time.
Lastly,
potentially
damaging
consequences
of
viewing
resilience
as
an
individual
trait
have
been
discussed
including
the
tendency
to
blame
the
child
for
the
deficits
and
minimizing
the
significance
of
multiple
systems
of
interactions
influencing
the
child
including
cultural
influences.
Holistic
understanding
of
the
processes
that
foster
resilience
or
difficulties
has
been
emphasized.
The
Third
Wave:
Creating
Resilience
through
Preventive
Interventions:
The
focus
of
the
third
wave
has
been
on:
Preventive
intervention
studies,
models
and
projects
to
foster
resilience
in
children
including
theory-driven
intervention
designs
to
increasing
experimental
studies
to
test
resilience
theory.
Multifaceted
intervention
studies
designed
to
prevent
or
reduce
risky
behaviors,
delinquency,
and
other
problems
in
children
as
well
as
early
childhood
interventions
planned
to
improve
poor
or
disadvantaged
living
conditions
of
children.
Interventions
and
multiple
strategies
aiming
to
promote
resilience
by
enhancing
success
in
developmental
tasks
and
reducing
risk
for
problem
behaviors.
Interventions
for
reducing
risk
or
adversity
exposure,
boosting
resources,
or
mobilizing
protective
systems
in
order
to
bring
about
a
change
in
the
life
course
of
a
child
potentially
at
risk
for
psychopathology
or
other
problems.
Greater
need
for
research
to
understand
processes
that
underlie
successful
adaptation
in
adversity
is
emphasized
to
design
successful
interventions
for
promoting
resilience
in
vulnerable
children.
The
paper
concludes
with
the
recommendation
for
a
systematic
study
of
best
ways
to
translate
research
on
resilience
processes
into
effective
policies
and
programs
to
promote
resilience
and
well-being
in
children.
By
Javita
Narang,
at
the
University
of
Edinburgh.